新视野研究生英语_读说写1Unit 10、It Takes a Village课文原文

Un it 10、It Takes a Village原文 byDonald L. McCabe Donald L. McCabe, Professor af Organization Management at Rutgers University is the leading researcher on academic integrity in the United States. The text is an extract.from his essay It Takes a Village: Academic Dishonesty & Educational Opportunity,which was published in Liberal Education in 2005. 1 I have always been intrigued by the African tribal maxim that it takes a village to raise a child. In a similar sense, I would argue it takes the whole campus community - students, faculy and administrators - to effectively educate a student. If our only goal is to reduce cheating, there are far simplerstrategies we can employ. But if we have the courage to set our sights higher,and strive to achieve the goals of a liberal education, the challenge is much greater. Among other things, it is a challenge to develop students who accept responsibility for the ethical consequences of their ideas and actions . Our goal should not simply be to reduce cheating; rather, our goal should be tofind innovative and creative ways to use academic integrity as a building block in our efforts to develop more responsible students and, ultimately, more responsible citizens. Our campuses must become places where the entire “village" - the community of students, faculty, and administrators - actively works together to achieve this goal. As Ernest Boyer observed almost two decades ago, "integrity cannot be divided. If high standards af conduct are expected of students, calleges must have impeccable integrity themselves. Otheveise the lessons of the …hidden cuviculum' will shape the undergraduate experience. Colleges teach values to students by th e standards they set for themselves.” 2In setting standards, faculty have a particular-ly important role to play; students look to them for guidance in academic matters - not just to their peers. In particular, to help students appropriately orient themselves and develop an appropriate mental framework as they try to make sense of their college experience, faculty must recognize and affirm academic integrity as a core institutional value. Without such guidance, cheating makes sense for many students as they fall back on strategies they used in high school to negotiate heavy work loads and to achieve good grades. 3 While faculty can do much to improve the climate of academic integrity in their campus "villages", they should not be expected to shoulder this hurden alone. University administrators need to look more carefully at the role they play. Instead of reacting to an increasing number of faculty complaints about Internet plagiarism by simply subscribing to a plagiarism detection service, for example, perhaps these schools should take a more comprehensive look at their integrity policies. While some may decide that plagiarism detection software is an appropriate component of their integrity policy, I trust many more will conclude that it?s time to abandon their almost exclusive reliance on detevence and punishment and to look at the issue of academic dishonesty as an educational opportunity as well. 4Over the last fifteen years, I have become convinced that a primary reliance on detevence is unreasonable and that, if we truly believe in our role as educators, we would do better to view most instances of cheating as educational opportunities. While strong sanctions clearly are appropriate for more serious forms of cheating, it's also clear that most students' cheating is far less egregious. What, for example, is an appropriate sanction for a student who cuts and pastes a few sentences from a Web site on the internet without citation? In some cases. this behavior occurs – out of ignorance of the rules of citation or is motivated by a student?s failure to properly budget his or her time. In a last minute effort to complete the two papers he/she has due that week, as well as study for a test on Friday, he/she panics. If the student is a first-time "offender,” what's the educational value of a strcong sanction? 5Having decided tbat sanctions do little more than to permanentlv mar a student's record, an increasing number of schools are taking a more educational approach to academic dishonesty. Tbey are striving to implement strategies that will help offending students understand the ethical consequences of their behavior. These strategies seem often to be win –win situations. Faculty are more willing to report suspected cheating, or to address it themselves, when they understand that educational rather than punitive sanctions are likely to result. A common choice now is to do nothing or to punish the student privately, which makes it almost impossible to identify repeat offenders. On a growing number of campuses, bowever, faculty are being encouraged to address issues of cheating directly with students. As long as the student acknowledges the cheating and accepts the faculty member'S proposed remedy, the faculty member simply sends a notation to a designated party and never gets involved with what many consider the unnecessary bureaucracy and legalisms of campus judicial systems . 6 When more faculty take such actions. students who cheat sense they are more likely to be caught, and the overall level of cheating on campus is likely to decline. Administrators, especially studant and judicial affairs personnel, can then devote more of their time and resources to proative strategies. For example, several schools have developed mini-courses that are commonly part of the sanction given to first-time violator of campus integrity policies; others have devoted resources to promoting integrity on campus, rathar than investing further in detection and punishment strategies. A common outcome on campuses implementing such strategies is a greater willingness on the part of faculty to report suspected cheating. They view sanctions as more reasonable, designed to change behavior in positive ways, demonstrating to students that inappropriate behavior does have ethical consequences. As students quickly learn that second offenses will be dealt with much more strongly, increased reporting also serves as an effective deterrent to continued cheating. 7 Of course, the most effective solution to student cheating is likely to vary from campus to campus, depending on the unique campus culture that has developed over the course of a school's history. Indeed, no campus is likely to reach the ideal state where the proactive strategies I have described are sufficient in and of themselves. Rather, some balance of punishment and proactive strategies will be optimal on each campus and, although that optimum will vary from campus to campus, punishment Will always have some role. The stakes are high for most college students today, who think their entire future - their chances of gaining admission to professional school,.getting job interviews with the best campanies recruiting on campus, etc.一depends on a few key grades. It is, therefore, unrealistic to think that none will succumb to the temptation to cheat. 8Students, even the most ethical. want to know that offenders will be punished so that other students will be deterred from engaging in similar behavior. In fact,I am often surprised by the comments many students offer in my surveys calling for stronger punishments for students who engage in serious cheating. While they are willing to look the other way when someone engages in more trivial forms of cheating to manage a heavy workload, for example, they are far less forgiving of students who cheat in more explicit ways on major tests or assignments. The difficult task for every school is to find the appropriate balance between punishment and proactive strategies that deters students who would otherwise cheat when the opportunitv arises yet that also works to build a community of trust among students and between students and faculty, a campus community that values ethical behavior and where academic integrity is the norm. (1,208 word.s)